The time course of familiar metonymy

Research output: Contribution to journalArticle

Standard

The time course of familiar metonymy. / Bott, Lewis; Rees, Alice; Frisson, Steven.

In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015.

Research output: Contribution to journalArticle

Harvard

APA

Vancouver

Author

Bibtex

@article{0786be49899144d5993819bb965e2ed6,
title = "The time course of familiar metonymy",
abstract = "Metonymic words have multiple related meanings, such as college, as in the building ({"}John walked into the college{"}) or the educational institution ({"}John was promoted by the college{"}). Most researchers have found support for direct access models of metonymy but one recent study, Lowder and Gordon (2013), found delayed reading times for metonymic sentences relative to literal controls, in support of an indirect access account. We conducted a speed-accuracy-tradeoff experiment to test whether their result was caused by lower retrieval probabilities, consistent with direct or indirect access models of metonymy, or slower retrieval dynamics, consistent only with indirect access accounts. We found lower retrieval probabilities for the metonymic sentences but no difference in the dynamics parameters. These results therefore suggest that literal senses do not have priority during processing and that established metonymic senses can be accessed directly. (PsycINFO Database Record",
keywords = "Metonymy, Pragmatics, Sentence comprehension",
author = "Lewis Bott and Alice Rees and Steven Frisson",
year = "2015",
doi = "10.1037/xlm0000218",
language = "English",
journal = "Journal of Experimental Psychology: Learning, Memory, and Cognition",
issn = "0278-7393",
publisher = "American Psychological Association",

}

RIS

TY - JOUR

T1 - The time course of familiar metonymy

AU - Bott, Lewis

AU - Rees, Alice

AU - Frisson, Steven

PY - 2015

Y1 - 2015

N2 - Metonymic words have multiple related meanings, such as college, as in the building ("John walked into the college") or the educational institution ("John was promoted by the college"). Most researchers have found support for direct access models of metonymy but one recent study, Lowder and Gordon (2013), found delayed reading times for metonymic sentences relative to literal controls, in support of an indirect access account. We conducted a speed-accuracy-tradeoff experiment to test whether their result was caused by lower retrieval probabilities, consistent with direct or indirect access models of metonymy, or slower retrieval dynamics, consistent only with indirect access accounts. We found lower retrieval probabilities for the metonymic sentences but no difference in the dynamics parameters. These results therefore suggest that literal senses do not have priority during processing and that established metonymic senses can be accessed directly. (PsycINFO Database Record

AB - Metonymic words have multiple related meanings, such as college, as in the building ("John walked into the college") or the educational institution ("John was promoted by the college"). Most researchers have found support for direct access models of metonymy but one recent study, Lowder and Gordon (2013), found delayed reading times for metonymic sentences relative to literal controls, in support of an indirect access account. We conducted a speed-accuracy-tradeoff experiment to test whether their result was caused by lower retrieval probabilities, consistent with direct or indirect access models of metonymy, or slower retrieval dynamics, consistent only with indirect access accounts. We found lower retrieval probabilities for the metonymic sentences but no difference in the dynamics parameters. These results therefore suggest that literal senses do not have priority during processing and that established metonymic senses can be accessed directly. (PsycINFO Database Record

KW - Metonymy

KW - Pragmatics

KW - Sentence comprehension

UR - http://www.scopus.com/inward/record.url?scp=84949266467&partnerID=8YFLogxK

U2 - 10.1037/xlm0000218

DO - 10.1037/xlm0000218

M3 - Article

AN - SCOPUS:84949266467

JO - Journal of Experimental Psychology: Learning, Memory, and Cognition

JF - Journal of Experimental Psychology: Learning, Memory, and Cognition

SN - 0278-7393

ER -